This summer 2016 study of rising first graders enrolled in Miami-Dade County Public Schools (M-DCPS) showed that ABCmouse helped prevent summer slide and contributed to a net gain in reading for children who completed at least 208 Learning Activities (~70 min. use per week) over 12 weeks of summer compared to the control group.
The document discusses a study that investigated whether using math journals increases students' retention of math terminology and strategies. The study was conducted in a 1st grade classroom where 19 students used math journals for one chapter and did not use them for another. Data showed that students' average test score increase was 23% with journals and 37% without, suggesting journals may not aid retention. However, journals can be a good assessment tool and way to differentiate instruction. Educators should consider time constraints and communicating the journal process to families.
1) The study uses a randomized controlled trial to test whether incentivizing students and teachers to adopt a self-study routine using classroom textbooks at home can improve student achievement in the Democratic Republic of Congo.
2) Treatment schools saw test score gains of 0.307 standard deviations in French but no significant gains in math. The intervention also increased the likelihood students took their end-of-year national exam by 10 percentage points.
3) The routine leveraged existing educational materials to encourage more efficient self-study at home, providing a potentially low-cost strategy for improving learning outcomes in resource-constrained settings.
The document provides information about school self-evaluation and assessment in Ireland, including:
1. Schools are required to engage in self-evaluation, implement 3-year improvement plans focused on literacy and numeracy, and use assessment data to identify targets.
2. Standardized test scores and report cards from primary school will be transferred to post-primary schools to monitor student progress in reading, math, and other subjects.
3. Test results are reported using STEN, standard, and percentile scores to indicate performance levels and are one part of evaluating student learning alongside teacher observations.
This document is a resume for Chelsey B. Truesdell, who is applying for a special educator position. She has a Master's degree in special and general education and over 3 years of experience as a kindergarten, 4th/5th grade, and mentor teacher. Her qualifications include using differentiated instruction and data-driven strategies to improve student achievement and collaborating with colleagues.
Handout 6: SSE case study school (sample targets)Martin Brown
The document outlines literacy, numeracy, and key skills targets for students over three years. For literacy, targets include increasing oral presentation confidence, decreasing those who find reading boring, and improving writing standards. Numeracy targets are to increase liking of math, higher level math attempts, and competency in fractions/decimals. Key skills targets include increasing digital technology use to express opinions, demonstrating ability to make connections, and increasing higher order questioning use.
Want to know how our flagship publication—The ABCs of School Choice 2018 Edition—can work for you? Check out our demo on this handbook that state legislators have used for nearly a decade to compare and contrast school choice programs and policies across the country.
To order yours, visit www.edchoice.org/order.
The document provides an overview of the Kindergarten Observation Form (KOF) and its use in assessing kindergarten readiness. It discusses how the KOF measures readiness across four domains using teacher observations and a parent survey. Results from multiple studies show the KOF is a valid predictor of later school performance. Data from the KOF have been used to identify factors linked to readiness, evaluate programs, and inform policies and investments to improve outcomes for children.
2018 First 5 California Summit Presentation: Narrowing the Kindergarten Readi...appliedsurveyresearch
Representatives from ASR, First 5 Santa Clara, the Alum Rock Union Elementary School District, and SOMOS Mayfair, presented on a prenatal to third grade initiative launched in the Alum Rock neighborhood of East San Jose.
The document discusses a study that investigated whether using math journals increases students' retention of math terminology and strategies. The study was conducted in a 1st grade classroom where 19 students used math journals for one chapter and did not use them for another. Data showed that students' average test score increase was 23% with journals and 37% without, suggesting journals may not aid retention. However, journals can be a good assessment tool and way to differentiate instruction. Educators should consider time constraints and communicating the journal process to families.
1) The study uses a randomized controlled trial to test whether incentivizing students and teachers to adopt a self-study routine using classroom textbooks at home can improve student achievement in the Democratic Republic of Congo.
2) Treatment schools saw test score gains of 0.307 standard deviations in French but no significant gains in math. The intervention also increased the likelihood students took their end-of-year national exam by 10 percentage points.
3) The routine leveraged existing educational materials to encourage more efficient self-study at home, providing a potentially low-cost strategy for improving learning outcomes in resource-constrained settings.
The document provides information about school self-evaluation and assessment in Ireland, including:
1. Schools are required to engage in self-evaluation, implement 3-year improvement plans focused on literacy and numeracy, and use assessment data to identify targets.
2. Standardized test scores and report cards from primary school will be transferred to post-primary schools to monitor student progress in reading, math, and other subjects.
3. Test results are reported using STEN, standard, and percentile scores to indicate performance levels and are one part of evaluating student learning alongside teacher observations.
This document is a resume for Chelsey B. Truesdell, who is applying for a special educator position. She has a Master's degree in special and general education and over 3 years of experience as a kindergarten, 4th/5th grade, and mentor teacher. Her qualifications include using differentiated instruction and data-driven strategies to improve student achievement and collaborating with colleagues.
Handout 6: SSE case study school (sample targets)Martin Brown
The document outlines literacy, numeracy, and key skills targets for students over three years. For literacy, targets include increasing oral presentation confidence, decreasing those who find reading boring, and improving writing standards. Numeracy targets are to increase liking of math, higher level math attempts, and competency in fractions/decimals. Key skills targets include increasing digital technology use to express opinions, demonstrating ability to make connections, and increasing higher order questioning use.
Want to know how our flagship publication—The ABCs of School Choice 2018 Edition—can work for you? Check out our demo on this handbook that state legislators have used for nearly a decade to compare and contrast school choice programs and policies across the country.
To order yours, visit www.edchoice.org/order.
The document provides an overview of the Kindergarten Observation Form (KOF) and its use in assessing kindergarten readiness. It discusses how the KOF measures readiness across four domains using teacher observations and a parent survey. Results from multiple studies show the KOF is a valid predictor of later school performance. Data from the KOF have been used to identify factors linked to readiness, evaluate programs, and inform policies and investments to improve outcomes for children.
2018 First 5 California Summit Presentation: Narrowing the Kindergarten Readi...appliedsurveyresearch
Representatives from ASR, First 5 Santa Clara, the Alum Rock Union Elementary School District, and SOMOS Mayfair, presented on a prenatal to third grade initiative launched in the Alum Rock neighborhood of East San Jose.
This document summarizes a report analyzing 4th to 8th grade students' participation in summer programs at a Boston area middle school (referred to as School E). Key findings include:
- 58% of students attended a summer program last year, with satisfaction highest among younger grades.
- 44% of students and 77% of parents are interested in attending a program this summer.
- The biggest barrier is cost of programs. Other barriers include lack of interest among 8th graders and students being needed at home.
- Students are interested in a variety of program types, indicating opportunities to engage more students by highlighting specific programs.
- Recommendations include sharing information on popular low-cost programs, personalizing
This document analyzes summer program participation, enjoyment, plans, and barriers for students at a middle school (referred to as School D). It finds that 68% of students participated in programs last summer, with 87% of 6th graders attending. Enjoyment varied by program, with Summer Program XYZ rated lower than others. Students are evenly split on future plans. Main barriers were lack of interest, cost, and schedule conflicts. The document recommends highlighting enjoyable programs, focusing on unsure students and those interested but who did not previously attend, and using student data to match interests and needs to programs.
This document summarizes a study that evaluated the effectiveness of customized mathematics workbooks compared to conventional textbooks for primary school students in South Africa. The study involved a randomized control trial of 44 primary schools, with 22 schools using the workbook (experimental group) and 22 schools using a conventional textbook (control group). The results showed no significant difference in mathematics achievement gains between the two groups. From a policy perspective, the study does not provide clear evidence that the specific workbooks tested were more or less effective than conventional textbooks. The document provides background on the workbook program and study design.
The document discusses using a classroom response system (CRS) to increase active learning in a high school science classroom. Quantitative data showed slightly higher post-test scores and fewer failing grades for students using the CRS. Qualitative data found a significant increase in active student participation and discussion. A student survey indicated the CRS made class more fun and helped students learn more. The researcher concluded the CRS improved the classroom environment and increased active learning.
1) The implementation of Math Help Services for two years at Howard S. Billings Regional High School has contributed to significant increases in mathematics success rates. Success rates in required Grade 10 mathematics courses improved from 62% in 2011-2012 to 78% in 2013-2014.
2) Key strategies that supported the success of Math Help Services included the active involvement of administrators and teachers, regular communication between teachers and the service provider, and ongoing improvements to the software based on teacher and student feedback.
3) Observations found that teachers increased their use of Math Help Services in the second year, allowing for differentiated instruction and assessments. Communication between teachers, students, and parents also improved with the use of the service.
Literacy worked example 15th dec 2012 0Martin Brown
The document summarizes the findings of a school self-evaluation of literacy in a girls secondary school. It was found that students' reading levels were slightly above average but writing skills needed improvement. A student survey found that half read regularly for enjoyment but few edited their work. While most teachers used comprehension strategies, only some focused on developing literacy across subjects. Areas prioritized for improvement included increasing writing standards, developing literacy-based teaching strategies in all subjects, and boosting the number taking higher-level exams.
Florida’s tax-credit scholarship program—a type of private school choice program—serves some of the most disadvantaged students in the state. In an effort to better understand how those families feel about the program and their schools, our researchers surveyed more than 14,000 parents and guardians of Florida children using tax-credit scholarships.
Download the full report at www.edchoice.org/FLParentSurvey.
The document provides a summary of a school's self-evaluation of literacy teaching and learning. The following are the key points:
- Analysis of student test results and written work found literacy skills need improvement, with many errors in spelling, punctuation and use of subject-specific vocabulary.
- Surveys found students enjoy reading fiction but need more opportunities for group work and note-taking. Teachers agreed literacy and ICT skills need more focus.
- Priorities identified were increasing writing standards across subjects, using editing checklists, developing comprehension and group work strategies, and reflecting on teaching approaches like pair/group work.
This document outlines the agenda and key aspects of a school self-evaluation (SSE) in-service for post-primary school leaders. The in-service will cover the six steps of the SSE process and link initiatives to improve student learning outcomes. Attendees will learn about gathering and analyzing evidence from teachers, students and tests, drawing conclusions, and drafting the SSE report and school improvement plan. The document emphasizes that SSE is a reflective, collaborative process aimed at continuously improving student learning. It provides guidance on reflection, evidence gathering tools, and support available from the Professional Development Service for Teachers.
This document summarizes an instructional learning cycle used to address the academic and behavioral needs of 12 junior students targeted by the Superintendent's Dropout Challenge. Data from the 2013-2014 school year showed that none of the students were proficient in their grades or behavior. An instructional plan involving weekly mentoring and the Carrera program was implemented. Post-assessment data found some improvement in behavior but limited growth in grades, with only 42% meeting the goal of decreasing D's and E's by 5%. The team concluded that additional academic support is needed and plans to compare their intervention plan to others to identify best practices.
Handout 4 SSE case study school (school improvement plan for literacy)Martin Brown
The 3-sentence summary is:
This school improvement plan for literacy outlines targets and actions from 2013 to 2016 to improve student engagement in learning and teaching approaches. Key areas of focus include increasing reading for enjoyment, developing skills for working in pairs and groups, improving attainment in state exams, and promoting self-assessment of written work. A variety of actions are proposed, such as establishing reading programs, providing staff training, incorporating literacy resources into student and teacher journals, and analyzing student work samples.
This document provides information about a school self-evaluation process focused on improving teaching and learning. It outlines the six steps of the school self-evaluation process, which includes gathering evidence, analyzing data, developing an improvement plan, writing a report, implementing/monitoring the plan. It emphasizes that the process is collaborative and can be used to evaluate aspects of the new Junior Cycle, such as key skills. The document directs schools to resources and provides dates for completing self-evaluation reports and improvement plans. It also describes supports available from the PDST.
Handout 2: SSE case study: The SSE journey for our case study schoolMartin Brown
The document outlines a 6-step process for a case study school to evaluate its teaching and learning in the area of literacy using self-evaluation.
Step 1 involves gathering evidence from various sources on 3 themes: learner outcomes, learning experience, and teachers' practice.
Step 2 analyzes the evidence against evaluation criteria to benchmark the school's performance.
Step 3 draws conclusions from the findings. Step 4 reports the findings and areas for improvement. Step 5 plans targeted actions. Step 6 implements and monitors the targets set in the school improvement plan.
Distinguishing the dOERs: Faculty use of Open Educational ResourcesBeck Pitt
"Distinguishing the dOERs: Faculty use of Open Educational Resources" was presented by Beck Pitt on 10 March 2015 as part of a BCcampus webinar for Open Education Week with Rajiv Jhangiani and Clint Lalonde.
Using the SSE process, a school could:
- Look at its current junior cycle curriculum and practices in light of the new Framework's statements of learning and key skills;
- Determine time allocation and resources to better align with the Framework; and
- Analyze feedback from teachers, students, and parents to help develop short courses and assessment approaches for implementing the new junior cycle program.
Numeracy worked example 15th dec 2012 0Martin Brown
This document summarizes the findings of a school's self-evaluation of numeracy teaching and learning across subjects for first year students. Key findings include test results that show students' numeracy skills are below national norms. Students engage in learning but some areas need improvement like checking answers and explaining math concepts. Teachers are aware of numeracy's importance but collaboration with the math department and whole-school approaches could be better. Priorities for improvement include developing common math operations/language, creating a numeracy-rich environment, and increasing skills in areas like fractions.
This document presents a baseline study report on school functionality trends across 20 schools in the Dr Ruth Segomotsi Mompati District of North West Province, South Africa. It finds that the schools generally have strengths in areas like teaching taking place according to timetables, cleanliness, and teacher preparation. However, it also identifies several areas needing support, such as low teacher morale, large class sizes, weak reading skills among learners, and underperformance in intermediate and senior grades. The report proposes a three-year school support program to address challenges in leadership, teaching, learning, resources, and learner performance.
Science competency based nat intervention program: PAPER PRESENTATIONDeped Tagum City
1. The study evaluated a competency-based science intervention program for 6th grade students at Union Elementary School who had achieved below average scores on the National Achievement Test (NAT) in science.
2. Results showed students achieved a 70.11% gain in science test scores with a post-test mean of 79.74%, surpassing the target of 75%.
3. Statistical analysis found the improvement in test scores was significant and not influenced by student age or gender, indicating the intervention program was effective.
Age of Learning Research | ABCmouse Improves Academic Outcomes for Pre-k and ...Age of Learning
1) Two studies examined the impact of ABCmouse.com on literacy and math skills for pre-K and kindergarten students.
2) Study 1 found that pre-K students who completed more ABCmouse learning activities showed greater academic gains than those who completed fewer activities.
3) Study 2 followed these students into kindergarten and found that regular ABCmouse use helped accelerate literacy and math growth across multiple assessments, with students gaining access to ABCmouse making over 120% more literacy gains and 150% more math gains compared to students with restricted access.
Age of Learning Research | ABCmouse Improves Academic Performance for Pre-k a...Doug Dohring
1) Two studies examined the impact of ABCmouse.com on literacy and math skills for pre-K and kindergarten students.
2) Study 1 found that pre-K students who completed more ABCmouse learning activities showed greater academic gains than those who completed fewer activities.
3) Study 2 followed these students into kindergarten and found that regular ABCmouse use helped accelerate literacy and math growth across multiple assessments, with students gaining access to ABCmouse making over 120% more literacy gains and 150% more math gains compared to students with restricted access.
This document summarizes a report analyzing 4th to 8th grade students' participation in summer programs at a Boston area middle school (referred to as School E). Key findings include:
- 58% of students attended a summer program last year, with satisfaction highest among younger grades.
- 44% of students and 77% of parents are interested in attending a program this summer.
- The biggest barrier is cost of programs. Other barriers include lack of interest among 8th graders and students being needed at home.
- Students are interested in a variety of program types, indicating opportunities to engage more students by highlighting specific programs.
- Recommendations include sharing information on popular low-cost programs, personalizing
This document analyzes summer program participation, enjoyment, plans, and barriers for students at a middle school (referred to as School D). It finds that 68% of students participated in programs last summer, with 87% of 6th graders attending. Enjoyment varied by program, with Summer Program XYZ rated lower than others. Students are evenly split on future plans. Main barriers were lack of interest, cost, and schedule conflicts. The document recommends highlighting enjoyable programs, focusing on unsure students and those interested but who did not previously attend, and using student data to match interests and needs to programs.
This document summarizes a study that evaluated the effectiveness of customized mathematics workbooks compared to conventional textbooks for primary school students in South Africa. The study involved a randomized control trial of 44 primary schools, with 22 schools using the workbook (experimental group) and 22 schools using a conventional textbook (control group). The results showed no significant difference in mathematics achievement gains between the two groups. From a policy perspective, the study does not provide clear evidence that the specific workbooks tested were more or less effective than conventional textbooks. The document provides background on the workbook program and study design.
The document discusses using a classroom response system (CRS) to increase active learning in a high school science classroom. Quantitative data showed slightly higher post-test scores and fewer failing grades for students using the CRS. Qualitative data found a significant increase in active student participation and discussion. A student survey indicated the CRS made class more fun and helped students learn more. The researcher concluded the CRS improved the classroom environment and increased active learning.
1) The implementation of Math Help Services for two years at Howard S. Billings Regional High School has contributed to significant increases in mathematics success rates. Success rates in required Grade 10 mathematics courses improved from 62% in 2011-2012 to 78% in 2013-2014.
2) Key strategies that supported the success of Math Help Services included the active involvement of administrators and teachers, regular communication between teachers and the service provider, and ongoing improvements to the software based on teacher and student feedback.
3) Observations found that teachers increased their use of Math Help Services in the second year, allowing for differentiated instruction and assessments. Communication between teachers, students, and parents also improved with the use of the service.
Literacy worked example 15th dec 2012 0Martin Brown
The document summarizes the findings of a school self-evaluation of literacy in a girls secondary school. It was found that students' reading levels were slightly above average but writing skills needed improvement. A student survey found that half read regularly for enjoyment but few edited their work. While most teachers used comprehension strategies, only some focused on developing literacy across subjects. Areas prioritized for improvement included increasing writing standards, developing literacy-based teaching strategies in all subjects, and boosting the number taking higher-level exams.
Florida’s tax-credit scholarship program—a type of private school choice program—serves some of the most disadvantaged students in the state. In an effort to better understand how those families feel about the program and their schools, our researchers surveyed more than 14,000 parents and guardians of Florida children using tax-credit scholarships.
Download the full report at www.edchoice.org/FLParentSurvey.
The document provides a summary of a school's self-evaluation of literacy teaching and learning. The following are the key points:
- Analysis of student test results and written work found literacy skills need improvement, with many errors in spelling, punctuation and use of subject-specific vocabulary.
- Surveys found students enjoy reading fiction but need more opportunities for group work and note-taking. Teachers agreed literacy and ICT skills need more focus.
- Priorities identified were increasing writing standards across subjects, using editing checklists, developing comprehension and group work strategies, and reflecting on teaching approaches like pair/group work.
This document outlines the agenda and key aspects of a school self-evaluation (SSE) in-service for post-primary school leaders. The in-service will cover the six steps of the SSE process and link initiatives to improve student learning outcomes. Attendees will learn about gathering and analyzing evidence from teachers, students and tests, drawing conclusions, and drafting the SSE report and school improvement plan. The document emphasizes that SSE is a reflective, collaborative process aimed at continuously improving student learning. It provides guidance on reflection, evidence gathering tools, and support available from the Professional Development Service for Teachers.
This document summarizes an instructional learning cycle used to address the academic and behavioral needs of 12 junior students targeted by the Superintendent's Dropout Challenge. Data from the 2013-2014 school year showed that none of the students were proficient in their grades or behavior. An instructional plan involving weekly mentoring and the Carrera program was implemented. Post-assessment data found some improvement in behavior but limited growth in grades, with only 42% meeting the goal of decreasing D's and E's by 5%. The team concluded that additional academic support is needed and plans to compare their intervention plan to others to identify best practices.
Handout 4 SSE case study school (school improvement plan for literacy)Martin Brown
The 3-sentence summary is:
This school improvement plan for literacy outlines targets and actions from 2013 to 2016 to improve student engagement in learning and teaching approaches. Key areas of focus include increasing reading for enjoyment, developing skills for working in pairs and groups, improving attainment in state exams, and promoting self-assessment of written work. A variety of actions are proposed, such as establishing reading programs, providing staff training, incorporating literacy resources into student and teacher journals, and analyzing student work samples.
This document provides information about a school self-evaluation process focused on improving teaching and learning. It outlines the six steps of the school self-evaluation process, which includes gathering evidence, analyzing data, developing an improvement plan, writing a report, implementing/monitoring the plan. It emphasizes that the process is collaborative and can be used to evaluate aspects of the new Junior Cycle, such as key skills. The document directs schools to resources and provides dates for completing self-evaluation reports and improvement plans. It also describes supports available from the PDST.
Handout 2: SSE case study: The SSE journey for our case study schoolMartin Brown
The document outlines a 6-step process for a case study school to evaluate its teaching and learning in the area of literacy using self-evaluation.
Step 1 involves gathering evidence from various sources on 3 themes: learner outcomes, learning experience, and teachers' practice.
Step 2 analyzes the evidence against evaluation criteria to benchmark the school's performance.
Step 3 draws conclusions from the findings. Step 4 reports the findings and areas for improvement. Step 5 plans targeted actions. Step 6 implements and monitors the targets set in the school improvement plan.
Distinguishing the dOERs: Faculty use of Open Educational ResourcesBeck Pitt
"Distinguishing the dOERs: Faculty use of Open Educational Resources" was presented by Beck Pitt on 10 March 2015 as part of a BCcampus webinar for Open Education Week with Rajiv Jhangiani and Clint Lalonde.
Using the SSE process, a school could:
- Look at its current junior cycle curriculum and practices in light of the new Framework's statements of learning and key skills;
- Determine time allocation and resources to better align with the Framework; and
- Analyze feedback from teachers, students, and parents to help develop short courses and assessment approaches for implementing the new junior cycle program.
Numeracy worked example 15th dec 2012 0Martin Brown
This document summarizes the findings of a school's self-evaluation of numeracy teaching and learning across subjects for first year students. Key findings include test results that show students' numeracy skills are below national norms. Students engage in learning but some areas need improvement like checking answers and explaining math concepts. Teachers are aware of numeracy's importance but collaboration with the math department and whole-school approaches could be better. Priorities for improvement include developing common math operations/language, creating a numeracy-rich environment, and increasing skills in areas like fractions.
This document presents a baseline study report on school functionality trends across 20 schools in the Dr Ruth Segomotsi Mompati District of North West Province, South Africa. It finds that the schools generally have strengths in areas like teaching taking place according to timetables, cleanliness, and teacher preparation. However, it also identifies several areas needing support, such as low teacher morale, large class sizes, weak reading skills among learners, and underperformance in intermediate and senior grades. The report proposes a three-year school support program to address challenges in leadership, teaching, learning, resources, and learner performance.
Science competency based nat intervention program: PAPER PRESENTATIONDeped Tagum City
1. The study evaluated a competency-based science intervention program for 6th grade students at Union Elementary School who had achieved below average scores on the National Achievement Test (NAT) in science.
2. Results showed students achieved a 70.11% gain in science test scores with a post-test mean of 79.74%, surpassing the target of 75%.
3. Statistical analysis found the improvement in test scores was significant and not influenced by student age or gender, indicating the intervention program was effective.
Age of Learning Research | ABCmouse Improves Academic Outcomes for Pre-k and ...Age of Learning
1) Two studies examined the impact of ABCmouse.com on literacy and math skills for pre-K and kindergarten students.
2) Study 1 found that pre-K students who completed more ABCmouse learning activities showed greater academic gains than those who completed fewer activities.
3) Study 2 followed these students into kindergarten and found that regular ABCmouse use helped accelerate literacy and math growth across multiple assessments, with students gaining access to ABCmouse making over 120% more literacy gains and 150% more math gains compared to students with restricted access.
Age of Learning Research | ABCmouse Improves Academic Performance for Pre-k a...Doug Dohring
1) Two studies examined the impact of ABCmouse.com on literacy and math skills for pre-K and kindergarten students.
2) Study 1 found that pre-K students who completed more ABCmouse learning activities showed greater academic gains than those who completed fewer activities.
3) Study 2 followed these students into kindergarten and found that regular ABCmouse use helped accelerate literacy and math growth across multiple assessments, with students gaining access to ABCmouse making over 120% more literacy gains and 150% more math gains compared to students with restricted access.
Strategies for Planning Summer School for Math InterventionDreamBox Learning
The document provides information about the Phalen Leadership Academies, including demographics, the school model, outcomes, and a potential partnership overview. It notes that the school opened in 2013 and serves 282 students in grades K-3, with plans to expand to 600 students in grades K-8. The student body is 89% eligible for free/reduced lunch and 93% African American. Academic outcomes data shows significant gains in reading and math proficiency. The document proposes a potential partnership with Summer Advantage, outlining various program models and costs. It highlights the academic and enrichment activities provided as well as professional development for staff.
The Difference You Make: Using Data to Highlight Equity for Allappliedsurveyresearch
The document discusses using data to highlight equity and accountability in social programs. It introduces Results-Based Accountability (RBA) and Collective Impact (CI) frameworks. A case study of a Kindergarten School Readiness Assessment in Santa Clara County is presented. Key concepts in RBA like community results, indicators, and performance measures are defined. The importance of aligning community and program data is emphasized. Early results from applying RBA and CI principles to improve kindergarten readiness in the Alum Rock School District are shared, showing the positive impact of preschool, family engagement, quality programs, and collaboration.
Distance Learning Needs Assessment Grade Task Force MargaritoWhitt221
Distance Learning
Needs Assessment
Grade Task Force
Elsie Allen High School
March 2021
By Richard Molloy
“The goal of this Task Force is to bring the voices, concerns, experiences, and ideas of
students, families, and staff together to look at what we can do differently with distance
learning today, this week, and in the near and far future to support all of our students.”
Grade Task Force Membership:
Gabriel Albavera-Admin
Andy Lieberman-Admin
Casey Thornhill-Admin
Sarah Cranke-Admin
Erick Rodriguez-Counselor
Ry Basham-Mintz-Counselor
Brian Deller-Teacher
Richard Molloy-Teacher
Lizbeth Moreno-Family Engagement Facilitator
Mayra Sosa-Family Engagement Facilitator
Emily Thompson-Instructional Assistant
Kathy Hayes-Admin Assistant
Sally Gonzalez-Registrar
Angie Ghadiri-Parent
Ana Vazquez-Parent
Jennifer Spain-Parent
Emily Humphrey-Parent
Chelsy Reyes Ramirez-Student
Maisha Khakaba-Student
2
Executive Summary
We have already seen a dramatic drop in letter grades since the start of distance
learning. EAHS students received a total of 2,330 “F” grades for quarter one of the
2020/2021 school year. This is a 250% increase in failing grades from the same time
the previous year. This year, 63.6% of the students received at least one “F.” This
percentage was 72% for students of color, English language learners, SED, and
UPC. Santa Rosa City Schools (SRCS) and specifically Elsie Allen High School
created a Task Force to help determine actions that could raise our students' grades.
At the first Task Force’s first meeting on Nov 3, 2020, the group agreed to look at the
data using a performance analysis framework (a.k.a., needs assessment approach).
This framework consists of a gap analysis, a root cause analysis (i.e., findings), and
solutions (i.e., recommendations). This framework was selected as it fits the need of
identifying targeted solutions to address the grade problem.
The findings included recurring themes found across the four data sets. The following is
a list of the top 15 recommendations from this analysis. The four items in bold were
recurring themes from failing students (the targeted population). Also, the number in
parentheses is how many times this was mentioned as a proposed solution in the data:
1. Teachers should be understanding of students' individual circumstances,
and be supportive and encourage them to complete assignments. “Say
positive things.” Implement actions to strengthen teacher’s relationships
with students (e.g., conduct regular one-on-one check-ins). (31)
2. More availability and support from teachers (e.g., extra/additional Zoom
tutoring sessions for students who need help). (28)
3. Use extra credit to help students raise their grades (26)
4. Give students more time to work on assignments. Allow students to submit late
work and to redo work for credit. (24)
5. Assig ...
This research aims to understand the gap in literacy levels between Indigenous and non-Indigenous students in Australia. The researcher created a questionnaire to gather opinions from industry professionals on why this gap exists and how teacher training and government funding schemes have addressed this issue. The questionnaire was distributed by email to teachers, education organization employees, and teacher aides. The responses indicated that most participants were aware of lower literacy scores for Indigenous students on NAPLAN assessments. While some funding is provided to schools, respondents displayed limited knowledge of specific programs supported. Many felt programs like Multi-Lit and Mini-Lit have helped when implemented consistently. Most participants believed they did not have adequate opportunities to further their skills in teaching Indigenous students literacy.
The study examined the effects of interactive whiteboards on student achievement in math and language arts. Researchers analyzed test scores of students whose teachers did or did not use interactive whiteboards, finding small increases in scores, significant for math. Usage was higher for teachers whose students scored above average. A second study explored teachers' experiences using technology with at-risk students. Researchers identified themes that made technology effective, including choice, structure, and customized learning. While technology increased success, online learning did not work for all students.
Robyn Edwards-Bentz walks through the way that the United Way in Regina helps young people keep up their literacy skills in their younger years to combat future educational issues.
The document discusses the strengths of Del Mar Pines School including its exceptional teachers, nurturing environment, focus on citizenship, enrichment programs, and student leadership opportunities. It also notes the school's strong curriculum alignment, special events, and preparation of graduates. The school provides support through student progress monitoring, parent involvement, and its foundation. Facilities improvements and a campus expansion are planned. The school uses surveys to gather feedback and is working to improve its math curriculum, language arts resources, grading policy, library programs, and facilities.
1) The document describes an action research proposal that aims to determine the effectiveness of using collaborative artistic timeline-making to improve 8th grade students' retention of world history facts and events in Kabacan National High School.
2) The school achieved only 62% on the national achievement test in Araling Panlipunan, and the teacher observed students had difficulty remembering dates and found the lessons boring. The study aims to introduce an engaging strategy to address these issues.
3) If results are favorable, the teacher plans to continue using the strategy and share findings to help other teachers. The study may also lead to exploring other teaching methods.
This document summarizes a presentation about summer learning programs. It discusses:
1) Research showing that summer learning loss disproportionately impacts low-income youth and contributes to achievement gaps. Summer programs can help reduce these losses.
2) Characteristics of high-quality summer programs, including small class sizes, individualized instruction, parent involvement, and aligning with the school year curriculum.
3) A new tool called the Summer Learning Program Quality Assessment (SLPQA) that is being developed to evaluate summer program quality, identify staff training needs, and drive quality improvement efforts.
4) Initial positive results from piloting the SLPQA tool which found it provided an accurate assessment of program quality and meaningful
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Age of Learning Research: ABCmouse Prevents Summer Slide
1. 1
ABCmouse Prevents Summer Slide
for Rising First Graders in Miami-
Dade County Public
—Rebecca Shearer, Ph.D.† & Krystal Bichay, M.S.††
2. Abstract
Proprietary and Confidential.
Summer learning loss can have a major and cumulative
impact on academic achievement gaps, disproportionately
affecting children from low-income households with less
access to learning resources over the summer.
Approximately two-thirds of the ninth-grade reading
achievement gap between children from high- and low-
income backgrounds could be attributed to summer learning
loss in the first five years of school.
The purpose of this study, conducted in summer 2016, was
to test the impact of an online curriculum, ABCmouse.com®
Early Learning Academy, on “summer slide”: the loss of
previously learned skills in reading and mathematics.
2
3. Abstract
Proprietary and Confidential.
• A diverse sample of 999 rising first graders enrolled in
Miami-Dade County Public Schools (M-DCPS)
participated.
• 608 were randomly assigned to the treatment group and
were given free home access to ABCmouse over the
summer with a weekly minimum usage requirement of 45
minutes and 15 completed ABCmouse Learning Activities.
• 391 students randomly assigned to the control group were
not given ABCmouse. To examine summer slide, we
compared district-provided i-Ready assessment data in
reading and mathematics from spring 2016 and fall 2016,
and evaluated subgroups based on spring 2016 Stanford
Achievement Test-10 (SAT-10) scores in reading and
math.
3
4. Abstract
Proprietary and Confidential.
• ABCmouse helped prevent summer slide and contributed to a
net gain in reading for children who completed at least 208
Learning Activities (~70 min. use per week) over 12 weeks of
summer compared to the control group.
• The treatment group who met this usage threshold
demonstrated significantly greater gains—approximating the
benefits of one month of instructional time—during the
summer, compared to the control group (p < .05, Cohen’s d =
0.13). Children in the treatment group who started the study
scoring lower in reading (below the M-DCPS median score) at
the end of kindergarten benefited more—approximating 1.3–
1.6 months of academic instruction—from using ABCmouse
than low-scoring peers in the control group (p < .001, d = 0.23).
4
5. Participants
Proprietary and Confidential.
• 1,176 children were consented to participate in the study
from the entire M-DCPS population of 23,490 rising first
graders.
• This sample (49% girls, 51% boys) was 66% Hispanic,
23% Black, 8.5% White, 1% Asian, and 1% Mixed or
other.
• Across all M-DCPS elementary schools, 78.4% of children
were eligible for a free/reduced lunch during the 2015–
2016 school year.
• Eligibility criteria for the study were that participants must
be enrolled in a M-DCPS kindergarten class in spring
2016 and have access to the Internet and a device for
regular weekly use over the summer. 5
6. Participants
Proprietary and Confidential.
• Of the consented sample, 788 children were randomly
assigned to the treatment group, with 608 families
redeeming their ABCmouse codes, and 426 were
randomly assigned to the control group, with 11 families
subsequently deciding not to participate.
• After a search of the ABCmouse database at the end of
summer, 24 children in the control group were identified as
having some summer usage of the online program
(completing at least one Learning Activity) and were
excluded from the final analytic sample.
6
7. Participants
Proprietary and Confidential.
• There were no statistically significant differences across
any demographic variables in the final analytic sample (N
= 999), the consented study sample (N = 1,176), and the
overall M-DCPS population (N = 23,490).
• In the final analytic sample, initial mean differences on
spring SAT reading scores (p < .01) and spring SAT math
scores (p < .05) were slightly but statistically significantly
higher in the treatment group compared to the control
group. However, differences in i-Ready scores were not
statistically different (p > .10).
7
8. Design & Procedure
Proprietary and Confidential.
• Rising first-graders in the treatment group got free home
access to ABCmouse for summer with a weekly minimum
usage requirement of 45 min. and 15 completed Learning
Activities, preferably at Level 7 (early first-grade content).
• Parents received weekly feedback on their children’s
usage via email. If usage fell below recommended levels,
a reminder to encourage children’s usage was included.
• Parents in both the control and treatment groups
completed brief online technology diaries each week to
report children’s use of technology.
8
9. Design & Procedure
Proprietary and Confidential.
• At the end of summer, all parents were asked to complete
a 20-minute online survey about their views of the use of
educational technology and the impact of technology on
their children’s learning over the summer.
• All parent correspondence and surveys were available in
Spanish.
• Parents received a $20 gift card for their participation in
the survey. Control group children received free home
access to ABCmouse for three months after fall i-Ready
assessments were completed (September 30, 2016).
9
10. Design & Procedure
Proprietary and Confidential.
• M-DCPS uses i-Ready assessments in kindergarten and
first grade and provided i-Ready scores in reading and
mathematics for spring 2016 and fall 2016, as well as
spring 2016 SAT-10 scores in reading and mathematics.
• The i-Ready assessment data served as the primary
outcome measure for the study, and SAT-10 scores
provided descriptive information on the achievement levels
of the study samples to create subgroups of children (high
scorers and low scorers) for analyses.
10
11. Design & Procedure
Proprietary and Confidential.
• Overall, the 608 children who redeemed their ABCmouse
codes spent an average of 985 minutes on ABCmouse
(range = 0–10,523 minutes; SD = 1,082; M = 82 minutes
per week), and completed on average a total of 203
ABCmouse Learning Activities (range = 0–2,472; SD =
246; M = 16.9 per week) from June 1, 2016 through
August 22, 2016.
• Of those activities completed, an average of 158 were
Level 7 activities (range = 0–1,270; SD = 196).
• Overall, participants completed three times more reading
activities on ABCmouse each week during the summer
(Median = 41) than math activities (Median = 9).
11
12. Design & Procedure
Proprietary and Confidential.
• M-DCPS assessment data for the entire rising first-grade
population revealed a large percentage of students
experienced a slide in their i-Ready scores; 44% of entering
first graders had summer reading loss, 54% had math loss.
• On average, children gained 2.26 points on i-Ready reading
scores and lost 3.35 points on i-Ready math scores from
spring 2016 to fall 2016. A loss of 4–5 points on i-Ready from
spring to fall is approximately equivalent to one month of
instruction during a nine- or 10-month academic year (30
weeks of instruction).
• National studies find that, on average, children have a loss of
about one month of instruction over the summer (RAND,
2011).
12
13. Design & Procedure
Proprietary and Confidential.
• Because the spring i-Ready assessment was not given at
the very end of the school year and the fall i-Ready
assessment was not given at the very beginning of the
next school year, scores are a rough measure of summer
slide.
• There could have been meaningful learning gains from
school instruction in the final weeks of the spring semester
and/or the first few weeks of the fall semester,
“dampening” the measurable effects of summer slide.
• It is possible children in the control group accessed
ABCmouse during the prior kindergarten year and/or over
the summer in public libraries, summer learning programs,
or at home through accounts we were not able to identify.13
14. Results: Finding 1
Proprietary and Confidential.
• Finding 1: ABCmouse helped prevent summer slide in
reading for children who regularly used ABCmouse over
the summer period, compared to the control group.
• These children completed an average of at least 17 Learning
Activities per week—or 208 Learning Activities in total—over 12
weeks of summer (average of at least 70 mi./week of usage), as
compared to the control group (N = 207 for treatment group, N =
231 for control group).
• These were significantly greater gains, an average of 3.8 additional
points, than control group, approximating the benefits of one month
of academic instruction. Multilevel regression models controlling for
spring pretest reading scores, age, gender, race, and Spanish at
home confirmed this finding, with predicted score differences
between groups of 4.7 points (p < .05, Cohen’s d = 0.13).
14
16. Results: Finding 1
Proprietary and Confidential.
• In addition, treatment group children in the higher usage group
were less likely to experience a summer slide of one month or
more (greater than 5 points loss) in reading (control = 40%,
treatment = 33%).
• An intent-to-treat analysis was conducted of all children who were
randomly assigned to the treatment group and redeemed their
ABCmouse codes or to the control group.
• Treatment group children showed a trend toward greater gains in
reading compared to the control group (p = .16, d = 0.10).
• No differences were found in mathematics outcomes.
16
17. Results: Finding 2
Proprietary and Confidential.
• Finding 2: Children “at risk” for greater summer
learning loss benefited more from ABCmouse than
their similarly low-scoring peers in the control group.
• Treatment group children who completed 208+ Learning Activities
and scored below the median of the M-DCPS population at the end
of kindergarten (spring 2016 median SAT reading score = 508,
median mathematics score = 515) were less likely to slide in
reading than comparable low-scoring children in the control group
(48% control vs. 40% treatment).
• As seen in Figure 2, in this lower-scoring group, children who used
ABCmouse achieved significantly greater reading gains over the
summer compared to children in the control group: 6.6 points or
approximating the benefits of 1.3–1.6 months of academic
instruction (p < .001, d = 0.23).
17
19. Results: Finding 3
Proprietary and Confidential.
• Finding 3: The more children used ABCmouse over the
summer, the greater their learning gains.
• Multiple regression analysis confirmed the number of
ABCmouse Learning Activities completed over the summer
contributed to gains in reading scores, controlling for
variables (p < .05).
• In mathematics, while there were no significant differences
between regular ABCmouse users and the control group,
within the treatment group a higher level of usage was
associated with positive math gain trends.
19
20. Results: Finding 3
Proprietary and Confidential.
• Despite fewer completed math than reading activities, as
seen in Figure 3, the difference in math scores between
treatment group children who used ABCmouse the most
and treatment group children who used ABCmouse the
least indicated a meaningful positive trend associating
ABCmouse usage with math learning, and approached
significance: 3.2 points higher or approximating the benefit
of several weeks of academic instruction (p = .08, d =
0.16).
• This positive trend in math might have reached statistical
significance had children completed more math activities
during the study; there was also a steeper “slide” in math
overall.
20
22. Results: Finding 4
Proprietary and Confidential.
• Finding 4: A large majority of parents reported that
ABCmouse had a meaningful impact on children’s
learning and that they support the use of ABCmouse in
first grade.
• In a survey completed at the end of summer, the majority of
parents (89%) reported being supportive or very supportive of
the use of educational technology in elementary school.
• Of the treatment group parents, 82% reported ABCmouse
had a meaningful impact on their child’s overall learning; 89%
said they would support using ABCmouse in first grade; and
81% were very likely or likely to recommend ABCmouse to
parents of other children to help them prepare for first grade.
22